NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ873898
Record Type: Journal
Publication Date: 2004
Pages: 4
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-1067-1803
Dynamic Curriculum Delivery
Lehman, Jill Fain; Fisher, Allan
Community College Journal, v74 n5 p60-62, 64 Apr-May 2004
"Which textbook?" is a question nearly as old as the Gutenberg printing press. Although faculty have always tailored curricula according to their own goals and classroom needs, it remains true for most that the textbook defines the platform around which courses are designed. In today's classroom, the traditional textbook may have been replaced by courseware--some combination of textbook, CDs, online materials, etc.--but the purpose is the same. Courseware provides ideas, points of view, and subject matter expertise. It may even include assessments to help lighten the instructor's load. Viewed as part of the learning process, courseware plays a fundamental role as the medium through which an educational partnership unfolds. Its author offers a coherent exposition in a particular subject area for the teacher's use in helping students to learn. Students are responsible for doing the work of learning and demonstrating what they have learned. The teacher (and ideally the author) then can gauge whether they have been successful and tune their contributions accordingly. The better each partner does his or her part, the better students learn. For best results, the courseware provider must be included in this feedback loop, because without that connection the partnership is easily broken. If the author's pedagogical approach doesn't work in the classroom, or if the field of study is one that quickly changes and grows, the mismatch between what is needed and what is provided increases until the old materials must be replaced. The question then becomes, "Which textbook now?" By focusing on the role of courseware as a critical part of the educational partnership, one can avoid being caught in a curricular revolving door. Doing so requires a different model: dynamic curriculum delivery. In this article, the authors discuss one instance of the dynamic curriculum delivery model that is practiced at iCarnegie, a spin-off of Carnegie Mellon University that provides online courseware and support for the education of software developers. (Contains 1 figure.)
American Association of Community Colleges. One Dupont Circle NW Suite 410, Washington, DC 20036. Tel: 202-728-0200; Fax: 202-833-2467; Web site: http://www.aacc.nche.edu/bookstore
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A